Reflective Teaching in Primary Schools

Professor Andrew Pollard, Dominic Wyse, Ayshea Craig , Dr Caroline Daly

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QTY:

English

Bloomsbury Academic
01 June 2023

Primary & middle schools; Teacher training

Series: Reflective Teaching

The

book you can trust to guide you through your teaching career, as the expert

authors share tried and tested techniques in primary settings. Dominic Wyse, with Andrew Pollard, have worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today’s primary school teachers.

This book uniquely

provides two levels of support:

- practical, evidence-based guidance on key

classroom issues, such as relationships, behaviour, curriculum planning,

teaching strategies and assessment

- evidence-informed ‘principles’ and

'concepts' to help you continue developing your skills

New to this edition:

- More case studies and research summaries

based on teaching in the primary school than ever before

- New reflective activities and guidance on

key readings at the end of each chapter

- Updates to reflect recent changes in

curriculum and assessment across the UK

reflectiveteaching.co.uk provides a

treasure trove of additional support.

By: Professor Andrew Pollard, Dominic Wyse, Ayshea Craig, Dr Caroline Daly, Sinead Harmey
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Edition: 6th edition
Dimensions: Height: 246mm, Width: 189mm,
ISBN: 9781350263642
ISBN 10: 1350263648
Series: Reflective Teaching
Pages: 664
Publication Date: 01 June 2023
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

How to Use This Book Introduction Part I: Becoming a Reflective Professional 1. Identity. Who Are We, and What Do We Stand For? 2. Learning. How Can We Understand Learner Development? 3. Reflection. How Can We Develop the Quality of Our Teaching? 4. Principles. What Are the Foundations of Effective Teaching and Learning? Part II: Creating Conditions For Learning 5. Contexts. What Is, and What Might Be? 6. Relationships. How Are We Getting On Together? 7. Engagement. How Are We Nurture Positive Behaviour? 8. Spaces. How Are We Creating Environments For Learning? Part III: Teaching For Learning 9. Curriculum. What Is To Be Taught and Learned? 10. Planning. How Are We Implementing the Curriculum? 11. Pedagogy. How Can We Develop Effective Strategies? 12. Communication. How Does Language Support Learning? 13. Assessment. How Can Assessment Enhance Learning? Part IV: Reflecting On Consequences 14. Outcomes. How Do We Monitor Student Learning Achievements? 15. Inclusion. How Are We Enabling Learning Opportunities? Part V: Deepening Understanding 16. Expertise. How Do We Take A Holistic View? 17. Professional Learning. How Can We Nurture Career-Long Reflective Teaching? 18. Professionalism. How Does Reflective Teaching Contribute to Society? List Of Case-Studies, Checklists, Figures and Research Briefings Bibliography Acknowledgements Index

Andrew Pollard is Professor of Education Policy and Practice and supports educational research at the IOE, UCL’s Faculty of Education and Society, University College London, UK. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP). Dominic Wyse is Professor of Early Childhood and Primary Education, IOE, UCL’s Faculty of Education and Society, University College London, UK The author team: Ayshea Craig, Caroline Daly, Sinead Harmey and Amanda McCrory (IOE, UCL’s Faculty of Education and Society, University College London, UK), Sarah Seleznyov (London South Teaching School Alliance, UK), Louise Hayward (University of Glasgow, UK), Steve Higgins (Durham University, UK)

Reviews for Reflective Teaching in Primary Schools

This text provides a superlative exploration of the myriad aspects of primary school education. There is value in its pages for everyone, from the trainee starting out, to the experienced school leader. It continues to reserve its worthy place on my bookshelf. * Daniel Ayres, Senior Lecturer in English, Computing and Professional Studies, Department of Teacher Education, University of East London, UK *